Reggio Emilia Curriculum

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Reggio Emilia Curriculum Powered By Docstoc
					Reggio Emilia
A PowerPoint Presentation by Rachel Fults

Philosophy of the Curriculum100 Languages of Children

Philosophy of the Curriculum• “A basic assumption in the Reggio Emilia schools is that there is a difference between teachers teaching and children learning.” (Bennet, 2005) • “The approach requires children to be seen as competent, resourceful, curious, imaginative, inventive and possess a desire to interact and communicate with others.” (Brainy-Child, 2007)

• Developed in Reggio Emilia Italy after World War II. • A city sponsored system designed for all children from birth through six years of age. Emphasizes symbolic languages in a project oriented curricula.

• Renamed “Reggio Emilia Approach” in US • First Presented at NAEYC Conference in 1987 • Principles originally contrasted as “opposing” thoughts of DAP are now used in NAEYC’s revised examples.

• Challenge Traditional Teacher-Student roles • Create a Collaborative Approach to Early Childhood Education • Respect Individual Interests of Children • Serve the “Special Rights” of Children with Disabilities • Meet Needs of Children and Community

Scope- No Sequence
• • • • • • • Emergent Curriculum Project Work Representational Development Collaboration Teachers as Researchers Documentation Environment as the 3rd Teacher

Emergent Curriculum • Builds on children's interests • Team planning captures what students are interested in

Project Work • In-depth studies of concepts, ideas, and interests • May be short or long term • Directed by students and facilitated by teachers • Progettazione: Enhance lifelong learning

Representational Development • Graphic Arts are used as tools for development of– Cognition – Language – Social Skills

• Multiple forms of Representation

• Large group and small group work • Emphasis placed on collaboration within groups

Teachers as Researchers
Teachers have a complex role in a Reggio Emilia curriculumTeachers are Learners Teachers are Researchers Teachers are Guides Teachers Reflect on their own Learning

• • • •


Six ways Documentation Contributes to Quality of Education (Katz, 1996)

2. 3.

Enhances Children's Learning
Takes Children's Ideas Seriously Allows Teacher to Plan/Evaluate with Children

5. 6.

Increases Parent Appreciation and Participation
Encourages Teacher Research and Process Awareness Children's Learning is made Visible

“Documentation is used as assessment and advocacy”

• Great attention given to the look and feel of classroom • Documentation of Student Work • Arranged to encourage integration of other classrooms and community • The Environment is the 3rd Teacher




Use of Curriculum
• Originally used in Italy as a way to serve the needs of all children from birth to six • Used in the US as a model of high-quality early childhood education • Fosters skills of Critical Thinking and Collaboration

Children with Special Rights
• Priority Enrollment • Included in all Activities with other Students • Every effort made not to call attention to special needs of the children • Declaration of Intent

• Katz, L.G. & Sylvia, C.C. (1996).The contribution of documentation to the quality of early childhood education: Aesthetic codes. Retrieved March 1, 2007 from • Tarr, P. (2001) Early childhood classrooms: What art educators can learn from reggio emilia. Retrieved March 1, 2007 from Websites: • • • • Recommended Books: • The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections, Second Edition by Ablex Publishing • Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education by Louise Boyd Cadwell